Human Communications Essay Example for Free

Human Communications EssayEveryone has a slightly diametric style of communicating this is one of the things that make every individual unique. As we know dialogue is a two-way process and effective communication requires everyone refer to be able to express their own thoughts and messages and to understand the communication of others. In a way it is our job to ensure that we find ways of communicating vocabulary needs, preferences can be quite wide ranging, someone may require an interpreter or signer or someone else may need communication to take place in a quite environment and at a slower pace. We had a little girl whos first terminology was welsh and luckily I am fluent and was able to assist her a lot in communicating with others, also we now have a p arent who has partial hearing loss and I ensure that the environment is quite when we talk.When working with adults, we can ask them directly how to accommodate communication or work out for ourselves that a person canno t speak English. My twins have a friend in school who is Turkish and their mother struggles with English, we excrete by using Google translate on our mobile phones. It is also important to establish a level of formality required as not everyone wants to be called by their first name, some will prefer to make appointments rather than just turn up.It is also useful to be aware that written communication theory can be daunting for some people, a home-setting link book is a good idea, but you must check that the parents or carers are comfortable with reading and writing. With children it can be challenging to decide the best way to communicate, for example babies and young children will still be developing wrangle and so talking alone will not work.This is why we use facial expression and gestures to point at things, so that a baby or toddlers are more likely to understand what we are trying to say. We also need to learn to interpret what a baby of toddler is trying to communicate wh en crying or what a toddler is trying to express when gesturing to some objects.

Higher Education Essay Example for Free

Higher tuition EssayThe tasks of the ENIC/NARIC offices in Denmark, Sweden and Norway include civilise on issues related to cultivation from India. All three offices receive applications and questions concerning recognition of direction from the country both from institutions, representatives from the labour market and other stakeholders. The number of applications and enquiries be growing. All three countries cast off relatively large populations of persons of Indian origin settled in their countries, Denmark well-nighwhat 4,300, Norway 7,000 and Sweden 13,600 (2005).A need to learn more about the country and especi eachy the rebrinys of development has been felt for some time. The most important motivation for a study tour was to facilitate the decease of giving advice concerning teaching method from India and daily certificate evaluation work. In addendum to this, the Nordic ENIC/NARIC offices wished to achieve closer future contact and cooperation with differen t cultureal organisations in India.The visit was planned and implemented in cooperation with the Norwegian Embassy in India, the Nordic Center, both located in New Delhi, and the theme Accreditation and Assessment Council (NAAC) in Bangalore. The main focus was to gather in operateation about the statemental system in the country the financing of education, information about unrestricted and private education and how they are governed how the authorities plan and implement prize assurance work (QA), and how the institutions deal with these challenges. Information about future plans for education in India was also of great interest.The delegation visited the University Grants Commission (UGC), the national Accreditation and Assessment Council (NAAC), the primordial poster of junior- sign statement (CBSE), the All India Council for Technical Education (AICTE), the Association of India Universities (AIU) and the matter Council for Teacher Education (NCTE) as well as various institutions of higher(prenominal)(prenominal)(prenominal) education. The rootage two organizations mentioned are responsible for the higher education sector while the rest of the boards and councils organise and work with the development and maintenance of intermediate and second-string education, technical education and teacher education.The study tour was planned as a joint visit by the ENIC/NARIC offices in Denmark, Sweden and Norway to both India and Pakistan from 24 family to 6 October 2005. The delegation consisted of 8 representatives. Report Structure The report is based on information and impressions which the delegation obtained during the study tour. Information was also gathered from sources such(prenominal) as the websites of the organisations and institutions visited and from hop onncies including the National Office of Overseas Skills Recognition (NOOSR) in Australia, World Education Services (WES) in the USA, IAU and UNESCO/IAU among others.At several places in t he text, sources have been specifically mentioned. An surplus list of sources can be found in the appendices. 3 The report describes the system of education in India and the quality assurance system. Chapter 1 introduces the boldness of the direct system and the organisation of ancient, lowly and higher secondary education, while Chapter 2 provides information about technical and vocational education. Chapter 3 outlines the system of higher education by reviewing the institutional structure with a discussion of both public and private education.Information on degree structure and grading systems is included, as well as types of some bachelor degree programmes. In Chapter 4, teacher training at higher secondary level and at university level is described. Chapter 5 presents Indias response to globalisation in the higher education sector. The last chapter deals with the quality assurance work in education, both at secondary and higher level. Impressions and reflections about the education system and how it forges are incorporated into the report in frames where appropriate.Country Profile India is one of the worlds oldest civilisations, dating back to 2,500 B. C. Indo-European tribes from the northwest invaded the country in about 1,500 B. C. their merger with the earlier Dravidian inhabitants created the classical Indian culture. Arab incursion starting in the eighth century and Turkish in the twelfth century were followed by those of European traders, beginning in the late fifteenth century. By the nineteenth century, Great Britain had assumed semipolitical control of more or less all Indian lands.Mohandas Gandhi and Jawaharlal Nehru helped end British colonialism through non-violent resistance. India achieved independence in 1947. The Republic of India was completed in 1947 and comprises 32 cites and Union Territories, the latter controlled by the of import government activity. The country bounce backs about 3. 3 million square kilometres with a population of 1. 029 billion and dominates southern Asia. It is slightly larger than one- third gear the size of the united body politics. India is domicile to 17% of the worlds total population, accommodated in an area that is 2.4% of the worlds total area. India has the worlds twelfth largest economy and the third largest in Asia behind Japan and China, with a total GDP of around $570 billion. Services, industry and agriculture peak for 50. 7%, 26. 6% and 22. 7% of GDP respectively. The unit of measuremented States is Indias largest trading partner. Bilateral trade in 2003 was $18. 1 billion. There are some 16 official major terminologys and 844 dialects. Among these langu climb ons, English enjoys associate status, alone is the most important language for national, political, and commercial communication.Hindi is the national language and primary tongue of 30% of the people. The other official languages are Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kannad a, Oriya, Punjabi, Assamese, Kashmiri, Sindhi, and Sanskrit. Hindustani is a popular variant of Hindi/Urdu spoken widely throughout northern India entirely is not an official language. Hinduism (80. 5%), Islam (13. 4%), Christianity (2. 3%), Sikh (1. 9%) are the major religions in the country. The literacy rate is 52% (of the total population of age 15 or older). 4 Chapter 1 public Education.Administration of Education The central and the state governments have joint responsibility for education, with freedom for the state governments to organise education within the national framework of education. educational policy cookery is under the overall charge of the central Ministry of Human mental imagery Development which includes the Department of Elementary Education and Literacy and the Department of Secondary and Higher Education. The Ministry is guided by the Central informative come along of Education (CABE) which is the national level advisory body.The education ministers o f all the different states are members of the board. The National Council of Education Research and formulation (NCERT) (1961) defines the National Frame class for classes I cardinal. It also functions as a resource centre in the field of school development and teacher education. State Councils of Educational Research and dressing (SCERT) are the principal research and development institutions in all the states. At secondary level, school boards at state level affiliate schools and set examination standards in accordance with the national framework.The Central Board of Secondary Education (CBSE) and Council for Indian school day enfranchisement Examinations (CISCE) cover all India besides the National Institute of Open Schooling (NIOS). National constitution on General Education Under the national constitution, education was a state matter until 1976. The central government could only provide guidance to the states on policy issues. In 1976 the constitution was amended to in clude education on the co-occurrent list. The initial attempts of designing a National Education Policy were made in 1968 but it was only in 1986 that India as a whole had a uniform National Policy on Education.The National Policy on Education 1986, modified in 1992, defines the major goals for elementary education as normal access and enrolment, universal retention of children up to 14 old age and substantial utility in the quality of education. The National Policy of Education of 1992 also aims at vocationalisation of secondary education and greater use of educational engineering. The policy has been accompanied by several programmes such as the District Primary Education syllabus (DPEP) launched in 1994 and the National Campaign for Education for All (Sarva Shiksha Abhiyan) launched in 2001/2.A proposed bill on the right to education (draft, November 2005) stresses the right of all children from age 6 until their 15th birthday to receive elementary education either in school or non-formal education (NFE). The Indian government is preparing the universalisation of secondary education (USE). The main aim is to provide high quality secondary education to all Indian adolescents up to the age of 16 by 2015, and senior secondary education up to the age of 18 by 2020. 5 Crucial problems in India are teacher absenteeism, noted by UNESCO in 2005high teacherpupil ratios and inadequate education materials and facilities, particularly in rural areas. At the other end of the scale, children attending urban schools, especially middle and upper class children in private schools, are subjected to extreme competition from a very early age in order to qualify for admission into the best schools. In 1979-80, the Government of India, Department of Education launched a programme of Non-Formal Education (NFE) for children of 6-14 years age group, who cannot join regular schools drop-outs, working children, children from areas without easy access to schools etc.The initial focus of the plan was on ten educationally backward states. Later, it was extended to urban slums, and hilly, tribal and desert areas in other states. Source UNESCO India, updated August 2003 and Annual Report 2004/5, Ministry of Human Resource Development, India (overview). Newsletter, October-December 2005, International Institute for Educational Planning, UNESCO. Learning without Burden, NCERT, 1993, reprinted 2004. Annual report 2004/5, Ministry of Human Resource Development, India (annexes). School Education.A uniform structure of school education, the 10+2 system, has been adopted by all the states and Union Territories (UTs) of India following the National Policy on Education of 1986. Elementary school, Class I VIII, is recognised as the spot of compulsory schooling, with the Constitutional amendment making education a fundamental right. A majority of the states and Union Territories (UTs) have introduced free education in classesI-XII. In states/UTs where education is not free for classes IX and above, the annual fee varies considerably. The pre-school covers two to three years.The elementary stage consists of a primary stage comprising Classes I-V (in some states I-IV), followed by a middle stage of education comprising Classes VI -VIII (in some states V-VIII or VI -VII). The minimum age for admission to Class I of the primary school is for the most part 5+ or 6+. The secondary stage consists of Classes IX-X (in some states VIII-X), and a senior secondary stage of schooling comprising classes XI-XII in all states. In some states/UTs these classes are attached to universities/colleges. The number of working days of school education in a year is generally more than 200 days in all the states/UTs.Participation in primary and secondary education The Gross Enrolment Ratio (GER), which indicates the number of children authenticly enrolled in elementary schools as a proportion of child population in the 6-14 years age group, has increased progressiv ely since 1950-51, rising from 32. 1% to 82. 5% in 2002-03, according to statistics published by the Ministry of Human Resource Development in India. The rate of increase in GER of girls has been higher than that of boys. The dropout rate at the primary level (Classes I-V) declined from 39% in 2001-02 to 34. 9% in 2002-03.However the GER only covers 61% of children from classes VI to VIII. 6 In 2002/3 the dropout rate was estimated at 34. 9% at the end of lower primary classes and 52. 8% at the end of upper primary. The dropout rate was 62. 6% at the end of secondary school (Class X). There are wide disparities among the different states in the number of children completing primary and secondary school from less than 20% to more than 80%, according to the central statistics from the Ministry of Human Resource Development. Source Selected Educational Statistics 2002-03. Provisional.Ministry of Human Resource Development, India Annual Report 2004/5. Ministry of Human Resource Develo pment, India Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Departments website) National Curricula The National Council of Education Research and Training (NCERT) formulated the first program Framework in 1975 as a recommendation to the individual states. NCERT was accorded the responsibility of evolution a binding National programme Framework through the National Policy on Education (NPE) (1986).NCERT reviews the plan every five years on the nucleotide of consultations within the whole school sector. The core areas of the curriculum are common. Teaching of English is usually compulsory in classes VI-X in most of the states/UTs. NCERT published a New National Curriculum framework in 2005. The New National Curriculum leave behind be introduced in textbooks in three phasesPhase one, 2006-07 classes I, III, VI, IX and XI. Phase two, 2007-08 classes II, IV, VII, X and XII Phase three, 2008-09cl asses V and VIII NCERT has gradually been changing the curriculum from traditional information provision to be more learner-oriented and competence-based.National Curriculum Framework 2000 The National Curriculum Framework 2000 operates with the concept of the Minimum Levels of Learning (MLLs) identifying certain essential levels of learning for each stage of school education. Pre-primary education The National Policy on Education defines the objective of early childhood care and education (ECCE) as being the total development of children in the age group 0-6 years.Early Childhood Education (ECE) or pre-primary education (2 years), part of the ECCE, shall prepare children for school. Teaching at this stage, according to the National Curriculum Framework, comprises group activities, courseway techniques, language games, number games and activities directed at promoting socialisation and environmental awareness among children. Formal teaching of subjects and reading and writing are p rohibited. However, NCERT strongly criticised the actual pre-school programmes for exposing children to structured formal learning, often in7 English with tests and homework, in the introductory notes to the new National Curriculum Framework 2005.The competition for the best education starts at a very early age. Newspapers from September 2005 in India report of tremendous pressure on three-year old children being prepared by their parents for glasshouse interviews and competing with a huge number of other children for places in the most prestigious private pre-schools. The newspapers report on private persons/institutes that offer help to parents in preparing their children for nursery interviews.Other newspapers report the need for psychological support for children having developed speaking difficulties after having been exposed to onerous preparation by their parents for nursery interviews. Primary education At the primary stage, emphasis is on the process of understanding, thin king and internalising. The National Curriculum contains the following subjects Subject Language(s) Lower primary Classes I-II The mother tongue/regional language Lower primary Classes III-V The mother tongue/regional language Upper primary Classes VI-VIII.Three Languages the mother tongue/the regional language, a redbrick Indian language and English All kind of creative activities including the childs own creations Essentials of mathematics for every day activities, including geometry Art education Mathematics Art of profound and productive living Woven around the world of the learner Creative education, wellness and physical education, work education, value inculcation Integrated approach environmental studies Health and physical education Science and technology Social sciences.-Work education Integrated approach to euphony, dance, drama, drawing and painting, puppetry, health and physical education, games and sports, yoga and productive work Experiences to help socio- emo tional and cultural development with a realistic awareness and perception of phenomena occurring in the environment Games and sports, yoga, NCC and scouting and guiding Key concepts across all the disciplines of science, local and global concerns Social, political and economic fact of India and the world, including Indian cultural heritage. donnish skills social skills and civic competencies Agricultural and technological processes including participation in work situation Source National Curriculum Framework 2000 8 In all language education programmes, the stress is placed on the ability to use the language in speech and in writing for donnish purposes, at the workplace and in society in general. The duration of a class period may be around 40 minutes and, according to NCERT, the school year should be a minimum of 180 days, and A primary school should function for five hours a day out of which four hours may be set aside for instruction.For the upper primary and secondary schoo ls, the duration of a school day should be six hours out of which five hours should be kept for instruction and the rest for the other routine activities. Secondary education (2 years, grades IX-X) In grades IX-X the scheme of studies should include the following subjects three languages (the mother tongue/the regional language, a modern Indian language and English), mathematics, science and technology, social sciences, work education, art education, health and physical education.Foreign languages such as Chinese, Japanese, Russian, French, German, Arabic, Persian and Spanish may be offered as additional options. The curriculum in mathematics should take into account both the learning requirement of learners who will leave school for working life, and of students who will pursue higher education.According to the NECRT Secondary School Curriculum 2002-2004 (Vol.1, principal(prenominal) Subjects) the suggested number of weekly periods per subject in grade X is as follows Subject Lan guage I Language II Mathematics Science and technology Social science Work education or pre-vocational education Art education Suggested number of periods in grade X 7 6 7 9 9 3 + 2 to 6 periods outside school hours 2 The boards, however, according to NCERT, often offer limited or no ex gratia courses two languages (one of which is English), mathematics, science and social sciences are the typical examination subjects.A few boards encourage students to choose an optional course from a range that includes economics, music and cookery. Higher secondary/Senior secondary education (2 years, grades XIXII) The curriculum at this stage is divided into an academic stream and a vocational stream. Academic stream The objectives of academic courses are to promote problem-solving abilities and convey higher levels of knowledge. The curriculum at this stage comprises foundation courses and elective courses. Foundation courses consist of (i) language and literature, (ii) work education, and (iii ) health and physical education, games and sports.The study of language prepares a student to both learn and use language in the classroom, the community and the workplace. The choice of the language to be studied is decided by the learner. Work education includes e. g. developmental projects in a village or city. Generic vocational Courses (GVC) aim at developing employment-related generic skills regardless of the persons occupations. The student should choose three elective courses out of the subjects 9 positive(p) by the boards. Elective courses may include bridging courses between the academic and vocational streams.The list of courses may include modern Indian languages, Sanskrit, classical European languages and their literatures, English (academic and specialised), other foreign languages, subjects in the sciences and mathematics, computer science, accountancy, business studies, engineering, political science, history, sociology, psychology, philosophy, fine arts and others. NCERT prescribes that courses should be listed together without dividing them into mutually exclusive groups. Nonetheless, several boards restrict the combinations in the form of a science stream, arts stream and physician stream.Some schools tailor their classes to medical and engineering courses. Universities restrict admissions based on the subjects and combinations of courses studied in the +2 stage. Sixty percent of the instructional time is use to the instruction of elective subjects and forty percent to the foundation course. Vocational stream The introduction of the vocational stream was recommended by the central Kothari Commission (1964-66). The National Policy on Education, 1986 (revised 1992) set a target of twenty-five percent of higher secondary students in vocational courses by 1995.So far, enrolment is far to a lower place this. The courses for the vocational stream consist of A language course A general foundation course Health and physical education, and El ective vocational courses Vocational education covers areas like agriculture, engineering and technology (including information and communication technology), business and commerce, home science, health and para-medical services and humanities. Language courses are organised to cover the well-formed structures and additional vocabulary particular to the trade or vocation.The general foundation course for the vocational stream comprises general studies, entrepreneurship development, environmental education, rural development and information and communication technology. Vocational electives are organised according to employment opportunities. Practical training is an essential component of the vocational courses, according to the National Curriculum Framework, with seventy percent of time devoted to vocational courses. The certificate issued should mention the competencies acquired and the credits earned. Organisation The organisation of teaching is based either on an annual or seme ster system.In most cases, a years course is divided into two parts to be covered in the two halves of an academic posing in the annual system. Marks are accorded to a certain number of periods the total mark is an average of marks accorded to the different parts of curriculum in an annual or semestrial examination (e. g. a paper corresponding to a 3-hour written examination). 10 The example below copied from the Senior School Curriculum 2007 (Central Board of Secondary Education) illustrates a typical curriculum (in history) and the maximum marks accorded to the different parts of the curriculum.History/Class XI Paper oneness Unit Part A Ancient India 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. . 30. Total Introduction Paleolithic Cultures and Beginning of settled Life Harappan Civilization The Early Vedic Period Later Vedic Phase and Iron Age South and North-East India Religious traditions Mahajanapada Mauryas Society, Economy and Culture during Mauryan period Post-Mauryan India The age of India from Guptas and after The Society and Culture in the age of Guptas and Harsha Project Work 100 marks 8 4 8 8 5 2 10 4 10 6 6 8 8 . 5 8 9 5 2 7 7 Time 3 Hours Periods 100 Marks Marks.In the semester system, recommended by NCERT, students take a number of credit hours corresponding to their requirements and capacity, and at their own pace. However, only a few institutions have adopted the semester and credit system. National Curriculum Framework 2005 The National Curriculum Framework 2005 points out the need for plurality and flexibility within education while maintaining the standards of education in order to cover a growing variety of children. The Framework recommends that learning shifts away from rote methods and that the curriculum reduces and updates textbooks.Peace education is included as a dimension in education. The new curriculum proposes a broader spectrum of optional subjects, including the revalorisation of vocational options. Courses may be designed to offer optional modules, rather than trying to cover everything and overfilling courses too much. The National Curriculum Framework 2005 also proposes changes within the examination system (examinations for classes X and XII) allowing reasoning and creative abilities to replace memorisation. The children should be able to opt for different levels of attainment. Textbooks 11. about states have legislated to create bodies for the preparation of syllabi and textbooks. The states have established various mechanisms for the preparation and approval of textual materials. However, a study in 2005, undertaken by the Central Advisory Board of Education (CABE), of textbooks used in government schools (not following the CBSE syllabus) and in nongovernment schools (including social and religious schools) showed that many textbooks reinforce inequalities and neglect rural, tribal or egg-producing(prenominal) realities. According to NCERT Newsletter, in 2005, CABE proposed the institution of a National Textbook Council to monitor textbooks.Source National Curriculum Framework 2000, National Council of Education Research and Training (NCERT), India National Curriculum Framework 2005, National Council of Education Research and Training (NCERT), India Newsletter July 2005, National Council of Education Research and Training (NCERT), India Senior School Curriculum 2007, Central Board of Secondary Education (CBSE), India, 2005 Examination and Assessment In all the states and Union Territories, public examinations are conducted at the end of classes X and XII by the respective State Boards of Secondary and Higher Secondary Education.Ministry of Human Resource Development has published a list of recognised state boards for secondary and higher secondary education. The minimum age for admittance to the Secondary School Examination generally varies from 14+ to 16+. The minimum age for Higher Secondary School Examinations varies from 16+ to 18+ years. Some states/UTs do not h ave an age restriction. The Central Board of Secondary Education (CBSE), established by a special resolution of the Government of India in 1929, prescribes examination conditions and the conduct of public examinations at the end of timeworn X and XII.The Council for the Indian School Certificate Examinations (CISCE), Delhi, was established in 1958 by the University of Cambridge, Local Examinations Syndicate as a self-financing national examination board. The Council conducts the Indian Certificate of Secondary Education (Standard X) and the Indian School Certificate (Standard XII) examinations. CISCE affiliates schools using English as a medium of instruction. The title of the final qualification varies depending upon the examining body. The titles used by the central examining boards are CBSE All India Secondary School Certificate (Standard X). All India Senior School Certificate (Standard XII). 12 CISCE Indian Certificate of Secondary Education (ICSE Standard X). Indian School Certificate (ISC Standard XII). Certificate of Vocational Education (CVE XII). Information from the procedure of the All India Senior School Certificate (Standard XII) (extract) The Board conducts examination in all subjects except General Studies, Work Experience, Physical and Health Education, which will be assessed internally by the schools based on cumulative records of students periodical consummations and progress during the year.In all subjects examined by the Board, a student will be given one paper each carrying 100 marks for 3 hours. However, in subjects requiring practical examination, there will be a theory paper and a practical examination as required in the syllabi and courses. A candidate may offer an additional subject that can be either a language at elective level or another elective subject as prescribed in the Scheme of Studies, subject to the conditions laid down in the Pass Criteria. A candidate will get the Pass Certificate of the Board, if he/she gets a gr ade higher than E in all subjects of internal assessment unless he/she is exempted.Failing this, result of the remote examination will be withheld but not for a period of more than one year. In order to be declared as having passed the examination, a candidate shall obtain a grade higher than E (i. e. at least 33% marks) in all the five subjects of external examination in the main or at the compartmentalised examinations. The pass marks in each subject of external examination shall be 33%. In case of a subject involving practical work a candidate must obtain 33% marks in theory and 33% marks in practical separately in addition to 33% marks in aggregate in order to qualify in that subject.A candidate failing in two of the five subjects of external examination shall be placed in compartment in those subjects provided he/she qualifies in all the subjects of internal assessment. A candidate who has failed in the examination in the first attempt shall be required, to re-appear in all t he subjects at the subsequent annual examination of the Board. A candidate who has passed the Senior School Certificate Examination of the Board may offer an additional subject as a private candidate provided the additional subject is provided in the Scheme of Studies and is offered within six years of passing the examination of the Board.A candidate who has passed an examination of the Board may re-emerge for improvement of performance in one or more subject(s) in the main examination in the succeeding year only however, a candidate who has passed an examination of the Board under Vocational Scheme may reappear for improvement of performance in one or more subjects) in the main examination in the succeeding year or in the following year provided he/she has not pursued higher studies in the mean time. He /she will appear as private candidate.Candidates who appear for improvement of performance will be issued only Statement of Marks reflecting the marks of the main examination as we ll as those of the improvement examination. Central Board of Secondary Education Central Board of Secondary Education (CBSE) is one of the three national boards of secondary education in India. CBSE has connected around 8,300 schools including government and independent 13 schools. It also affiliates schools in some 20 African and Asian countries. About 200 new schools are affiliated each year. report card teams conduct regular inspections of the affiliated institutions. CBSE has a central office and 6 regional offices. Permanent affiliation is obtained after a number of years. Affiliation is given according to strict criteria. A list of affiliated schools can be found on CBSE s website http//www. cbse. nic. in. The major objective is to prescribe conditions of examinations and conduct public examinations at the end of Classes X and XII and to grant certificates to successful candidates of the affiliated schools.All affiliated schools follow the national scheme of 10+2. Here is an example of testimonial for All India Senior School Certificate Examination from 2000 CBSE is regulated but not financed by the central government. Financing is assured by fees from the affiliated schools. CBSE accepts private candidates. CBSE develops its curriculum on the basis of the national curriculum framework. The curriculum is revised every 5 to 10 years. Two of the front line curriculum subjects are revised every year.According to CBSE, it strives notably to adapt current teaching methods and content of teaching to an innovative and creative society in the form of subjects such as functional English, bio-technology, entrepreneurship, life skills education, and disaster management. An important objective is the destressing of education, including no homework or examinations in grades I and II and only achievement reports in grades III-V. Information technology is compulsory in grades IX +X. Language studies include a possible 27 different languages besides Hindi and English. One teacher may teach four subjects up to grade X.

Disempowered Individuals With Learning Disabilities Social Work Essay

Disempowered Individuals With Learning Disabilities Social Work EssayBeing in the institution was bad. I got tied up and locked up. I didnt take a leak any clothes of my own, and no privacy. We got beat up at condemnations but that wasnt the worst. The real pain came from world a group. I was never a per in specializeigence. I was part of a group to eat, sleep and everything it was sad. (As cited on Mencap.org)Historically lot with tuition disabilities have suffered disempowerment by beingness excluded from mainstream society through segregation in large institutions. ( Wolfensberger, 1972) large number were dismpowered by having little control over how they consistd their lives. Although the Community Care Act 1990 has resulted in the closure and the resettlement of people with acquirement disabilities, people are still suffering disempowerment through exclusion by not being equal to(p) to deal how to live their lives (Ramcharan,et al 1997).Empowerment is concerned with h ow people may gain collective control over their lives, so as to achieve their interests as a group, and a method by which amicable workers and other care providers seek to enhance the power of people who lack it (Thomas and Pierson 1996, p.134).The Same As You? re think is the Scottish Governments strategy for learning disability run in Scotland. The review sets out the Scottish Governments wider policies of social inclusion, equality and fairness to enable changes to happen for the better in the lives of people with learning disabilities. A key area identified within The Same As You? is Person Centred preparedness. Person-centred supply means starting with the individual and position the keep ups around them that will enable them to have the life that they want.Person centred formulation is a as welll that put forward be used to plan with a soul. This puke be to help the soul think about what is important in their life now and also to think about what what they would wish in the future. Planning should include the persons circle of reserve and involve all the people who are important in the persons life. (Stalker and Campbell, 1998).The idea behind person central planning was to act to problems of social exclusion, disempowerment and de-evalution. Person centred planning was developed in the 1980s by a small number of people including John O Brian and Michael Smull. As a way of enabling people with learning disabilities to move out segregated institutions and back into the main community. Person-centred planning is designed specifically to empower people, to directly support their social inclusion, and to directly challenge devaluation. By looking at what support is necessityed to allow the person included and obscure in the community. (Magito-Mclaughlin et al., 2002).Person centred approaches stretch forth a different alternative to the traditional model of planning used for service provision. The traditional methods of service provision operated around the individual receiving the service, with health and social care professionals making all the decisions on the type of support the individual received. The traditional model was disempowering to people with learning disabilities as it focused on the persons medical exam problems, ignoring the qualities of the person as human being. (Sanderson, 2003)Person revolve about planning places the individual at the center of the decision making serve, allowing family members to become involved in the planning as Joynab, Mohammeds mother statesPerson-centred planning has given us hope and a vision for a better future for Mohammed. We feel now we can have a say in how and what service support he receives. We no longer believe that only professionals know best for our son. Mohammeds faith and cultural necessarily are recognised and responded to.(DoH, 2010)Person centred planning looks at the persons qualities and is a way of earreach to what is important in the persons lif e. People can direct their own services and supports, in a personalised way rather than attempting to fit within pre-existing service systems.An area where person planning has helped the person by listening to what they want enabling them to direct their services and support is through training and employment. People with learning disabilities have been marginalised from gaining employement, through the employers lack of understanding about learning disabilities and stereotypical beliefs that they are incapable of working. As a mother states I have a son who has Down syndrome..I go to the supermarkets and ask if they could try my son outI explain that he has Down syndrome, then they change the heart-to-heart and say they will give me an application form.I explain my son cannot write, and they tell me he cannot get an interview without an application form.Is this a way of eliminating the disabled? (Anonymous contribution as cited by Williams,2009)People with learning disabilities be nefit from working as it helps them to gain fiancial independence and security, increases their self confidence and skills and allows them to socialise. Todd (2002) demonstrates this in his report planning a new future where an agency worked with a young man with autism whose mark in life was to be an airline pilot, even though this goal was unrealistic. The support worker involved in his person-centered plan, suggested and arranged a visit to Heathrow aerodrome once a week. The idea was to find out what interested the young man about being a pilot, was it the flying, planes or uniform? After tour the airport for a couple of months it became apparent that the baggage carousels captivated him. The young man was then supported to get a part time excogitate as a baggage handler. (Todd, 2002) enabling the person to become part of the community. In a way that values their human rights, gives them independence and choice.Person centred planning has a particular approach that can be use d for different individuals in different situations. The four main tools that can implemented include McGill act Planning System (MAPS), this process is a useful tool for gathering information in the early stages of planning, helping to identify the person talents and needs. ELP (Essential Lifestyle Planning) is to a greater extent commonly used to plan for people who are moving out of instititionalised care. Personal Futures Planning is less service based, tending to be used for building relationships with family, friends and fitting into the wider community. PATHS (Planning Alternative Tomorrows and Hope) is used to develop an action plan for the individual. (Stalker and Campbell, 1998, Sanderson, 2000)People with learning disabilities can have communication problems and should not be disregarded from having person centred planning for that reason. There are various techniques that can be used allow a person with a learning disability to communicate in their ideas for the plan, such(prenominal) as Makaton, talking mats, sign language and picture banks. (Grove, 2005) the plan can be done any format that is accessible to the person such as a written document, a drawing or mind map with images or an oral plan recorded on to a narrow disc. Plans are the updated when the person wishes to make a change or when they have achieved their goal.Person centred planning is for eveyone, not just for people who can communicate. As it can engage participants personally by allowing them to hear of deeply felt hopes and dreams and fears, even if the person feels they are silly. As the planning process allows the person to break big from the misconceptions and conventions that can harness their future. Some examples of peoples dreams were a young man wanted a trip to Mexico as part of his vision. Another is taking guitar lessons as a way to achieve his goal of being a country and western singer. An older woman, in her plan, decided to retire. Another is taking art classes and learning to create watercolours. Starting a business, going to college or university, buying a house, these are all things that are possible through person centered planning. (ne-pdd.org)Person centered planning has helped people achieve empowerment is their choice to form relationships, get married or have children. People with learning disabilities have the same need for love and relationships as do all human beings. However this need is not being met for people with a learning disability. Literature on the subject provides information about sexuality in regards to learning disabilities, however it seems to focus on disability and sexuality from the perspective of it being a problem. (Parritt, 2005.)This negative view of people with learning disabilities and sexuality stems from the historical perspective of learning disabilities, where people with disabilities were placed in institutions and segregated (Potts and Fido,1991)This level of control can still be seen today with professionals and families trying to discourage intimacy and relationships, viewing the person with a disability as vulnerable, seen as the eternal child (McCarthy, 1999)Mrs Susan Hurst and Mr Frank Hurst tell their tommyrot of Our Wedding, Our Dream where person centred planning enabled them to get married. Mrs Hurst states, some people felt there wasnt a need for us to get married but we wanted what every one else hadGetting married had always been our dream. (csrpcp.net)Mr. and Mrs. Hurst describe how the tools of person centered planning enabled them to identify both their hopes, goals and dreams for the future this enabled them both too make all the decisions in planning for their wedding. Mr and Mrs Hurst explain that they even planned their honeymoon and travelled to their honeymoon destination without the aide of support workers, as person centered planning had enabled them to plan ahead of the difficulties that might occur and how the couple would resolve them when on holi day. Without Person centered planning Mr and Mrs Hurst would never have been able to get married or go on honeymoon. Mr and Mrs Hurst felt that person centered planning helped them to achieve their goals enabling them to feel in control of their lives, allowing them to spot their human right to get married and respect for private and family life. (csrpcp.net)There is legislation that supports the rights of people with learning disabilities to have fulfilling relationships and sex lives if that is their choice. (Article 8) states that every human being has a right to respect for private and family life. The Disability Discrimination Act (1995) gives people the right to access family planning clinics and advice centers. People with learning disabilities should be genuine as people who have the same capacity for loving as others in society.(Lesselliers, 1999)Loneliness and isolation may occur through the lack of opportunity to have loving relationships. Therefore person centred plan ning can enable people with learning disabilities to be empowered by allowing them to make these decisions and choosing how they want to live their lives.person centred planning improves the person quality of life. Increasing the persons right to empowerment through the right to work where they want, where they would like to live and increasing their social interlock by letting them choose how they would to socialise. (Whitney-Thomas et al., 1998).Relationships improve for the person at the centre of the planning, as they became more motivated and goal oriented. As the participation process allows friends and family to wed in the planning and help the person achieve their goals. Parents also reported that person centred planning had such an impact on their familys lives, that they choose to become involved in training other families in the importance of person centered planning.As person centred planning is designed to focus on one person at a time, it increases the potential to b roaden opportunities for people with learning disabilities in gaining the life they choose. As Person centred planning allows the person to choose how, when and where they want support or services delivered rather than the standard one size fits all approach. (OBrien Lovett, 1993).However there are limitations to person centered planning for people with learning disabilities. Insufficient funding and resources can hinder the planning process persons and their opportunity to achieve their goals, leaving people disillusioned with the process.Person centered planning requires handy and well equipped staff who are knowledgeable about inclusion, rights of people with learning disabilities and how to help empower people by directing them. As people can lose trust in centered planning if these values are not upheld. (Kinsella 2000),Person centered planning can take time to achieve targets, it is not suitable for people who require emergency planning where action needs to take place in a few days. The process is not a quick fix (OBrien Lovett, 1993).In conclusion people with learning disabilities have suffered from disempowerment in the past as a result of commit care. However person centered planning has enabled people with disabilities to become empowered by allowing them to make their own choices and be fully supported about how they would like to live their life. By allowing people with learning disabilities to choose their right to employment through what job they would like to work, this in turn empowers them by gaining fiancial independence and increase self confidence, as well as learning skills and getting to meet new people. Person centred planning has allowed people to gain their right to family life and marriage, by allowing people to plan their own wedding and honeymoon giving them independence to start married life.Therefore person centered planning creates positive cause that go beyond effective planning. In that it allows people to be listened to and what is important to them. However this is only effective if what is recorded on the plan is acted on, as people will lose faith in person centered planning if no action comes from their choices.

Zidovudine for the Prevention of HIV Transmission

Zidovudine for the Prevention of HIV TransmissionIntroductionZidovudine is an antiretroviral drug which is a nucleoside reverse transcriptase inhibitor it is used as treatment with other antiretroviral drugs against the Human Immunodeficiency Virus. Additionally, zidovudine can be utilised as a means of reducing the risk of transfer of HIV from a pregnant woman to her child. Furthermore, zidovudine is used in post exposure prophylaxis in order to lower the chance of being infected with HIV in people who project been exposed to the virus. (AHFS Drug In coordinateation, n.d.).Name Of Drug, Structure, Formula and Functional GroupsZidovudine is too known as azidothymidine and, in short, AZT (Joint Formulary Committee, 2010). The molecular(a) formula of the compound is C10H13N5O4 (The Merck Index, n.d.) and zidovudine has a molecular weight of 267.25, as calculated victimisation the ISIS ChemDraw package (Cambridge Soft, n.d.). Analysing the compound shows that zidovudine is made up o f a thymine pigeonholing bonded to a 2,3-dideoxyribose group with an attached azide group. consequently the systematic name of zidovudine is 3-azido-2, 3-dideoxythymidine (The Merck Index, n.d.), as the oxygen of the hydroxyl group on the 3 carbon of the ribose ring has been removed, giving 3-deoxyribose, and has been replaced with an azide group and the oxygen on the 2 carbon has also been removed.The azide group on the ribose ring is the savvy why zidovudine acts as a nucleoside reverse transcriptase inhibitor (AHFS Drug Information, n.d.). In order for zidovudine to carry out its role, it must(prenominal) be phosphorylated by an enzyme called thymidine kinase this is due to the fact that reverse transcriptase includes the triphosphates produced into the HIV deoxyribonucleic acid chain being formed during HIV replication. Consequently, after the triphosphate has been included, 5, 3-phosphodiester bonding in the DNA chain is not possible, because of azide group in the triphosp hate, and therefore DNA formation cannot continue (Foye et al, 2008).Formulations and PackagingThe generic form of zidovudine is avail open as concentrated capsules (Electronic Medicines Compendium, n.d.) in twain strengths of 100mg and 250mg (Joint Formulary Committee, 2010). Both strengths be packaged in foil blister packs and plastic feeding bottles and need to be kept in these they have an expiry date of 2 years from the date of manufacture (Electronic Medicines Compendium, n.d.).Zidovudine is also available under the brand name of Retrovir in the form of capsules, oral solution and injection solution (Joint Formulary Committee, 2010). All of the Retrovir formulations need to be kept below 30 degrees and in their original outermost boxes (Electronic Medicines Compendium, n.d.).The capsules are hard capsules (Electronic Medicines Compendium, n.d.) in strengths of 100mg and 250mg (Joint Formulary Committee, 2010) they have an expiry date of five years from the date of manufa cture and are packaged in a blister pack or a bottle (Electronic Medicines Compendium, n.d.).The oral solution consists of a 50mg in 5ml dose (Joint Formulary Committee, 2010) and is packaged in an amber bottle made of candy. The oral solution has an expiry date of two years from the date of manufacture but should be disposed of after the bottle has been undetermined for one month (Electronic Medicines Compendium, n.d.).The injection solution is available in the dose of 10mg per 1ml and is used for intravenous infusion (Joint Formulary Committee, 2010). It is packaged in a glass vial which is amber or clear in colour. The solution has an expiry date of three years after the date of manufacture and, once opened, it must be used straightaway and any remaining solution disposed of (Electronic Medicines Compendium, n.d.).According to Martindale The Complete Drug Reference (n.d.), all the formulations of zidovudine need to be shielded from sources of light and need to be kept in air t ight containers.Stereochemistry and ConformationAs highlighted in the diagram drawn apply ISIS ChemDraw (Cambridge Soft, n.d.), zidovudine has a total of three chiral centres and hence zidovudine has eight possible stereoisomers. The 1 carbon of the ribose ring is of the R configuration whereas the 3 and 4 carbons are of the S configuration (Novak et al, 2003). Zidovudine has a specific optical rotation value of +99 in water system (Merck, n.d.) and hence rotates the plane of polarized light dextral consequently zidovudine is optically active (Freeman, 2010).SynthesisZidovudine was made by Jerome Horwitz in 1964 (Weeks et al, 2010). It can be formed from thymidine, however, this is a costly order and therefore a more cost effective technique is used to make zidovudine on a large scale by using D-Mannitol as the starting compound (Saunders, 2000). The process has been drawn below using ISISChemDraw (Cambridge Soft, n.d.) with reference to Top Drugs (2000).In the first stage, a der ivative of D-glyceraldehyde is formed from D-mannitol using acetone and a source of protons and refluxing. Lead (IV) acetate is then added. In the second stage a Wittig reaction is carried out and PH3P=CHCO2Et and methanol are added. In the third step hydrochloric acid is added, producing a lactone. In the fourth stage the lactone is harbored and the azide group is added on through a Michael addition reaction. The reagents used to protect the lactone are t-Bu(Me)2SiCl, imidazole and dimethylformamide. The reagents for the Michael addition reaction are lithium azide, tetrahydrofuran, acetic acid and water. In the fifth stage the lactone is reduced to a lactol at minus 78 degrees using Diisobutylaluminium hydride and dichloromethane. The hydroxyl group is activated to form a sugar intermediate using acetic anhydride and pyridine. In the sixth step, Vorbruggen conditions are adopt and a condensation reaction is performed with the sugar intermediate and silylated thymine which produce s alpha and beta anomers. The reagents are di-trimethylsilyl-thymine, trimethylsilyl trifluoromethanesulfonate and EDC. In the seventh step, the silyl protecting group is taken dark and the anomers are uncombined to obtain zidovudine. The reagents used in this step are n-Bu4N+F- and tetrahydrofuran (Saunders, 2000).Drug stability Potential sites of chemical instability and metabolismZidovudine decomposes greatly in the presence of light because of the azide group and the product formed from the breakdown is thymine. This is because two nitrogen atoms are removed from the azide group, forming nitrene. An insertion reaction takes place and aziridine is made. Water, as a nucleophile, attacks aziridine. The amide anion formed causes the thymine group to be nucleophilically displaced and hence thymine is produced as the degradation product (Dunge et al, 2004). Therefore as zidovudine is mostly affect by light it is advised that the various formulations of zidovudine are kept away from light sources (British Pharmacopoeia, 2010).Zidovudine has a bioavailability of 63%. This is due to the fact that zidovudine undergoes glucuronidation, giving zidovudine glucuronide which is more water soluble than zidovudine due to a sugar group being added, and is renally excreted (Burton et al, 2006). UDP-glucuronyl transferease is the enzyme which catalyses the reaction (Veal et al, 1995).Zidovudine can also be converted to 3-amino-3-deoxythymidine due to the azide group being reduced (Veal et al, 1995) 3-amino-3-deoxythymidine can affect the action of zidovudine against HIV and is possibly toxic (Burton et al, 2006).Lipinskis Rules For Orally brisk DrugsAccording to Clarkes Analysis Of Drugs And Poisons (n.d.) the Log P value of Zidovudine is 0.05 and the molecular weight is 267.25 as calculated on ISIS ChemDraw (Cambridge Soft, n.d.). Zidovudine has a total of two hydrogen bond donor sites and a total of nine hydrogen bond acceptor sites (Lipinski et al, 1997). As a result, z idovudine follows Lipinskis Rules of Five as it has a molecular weight of less than 500, a Log P value of less than 5, there are less than five hydrogen bond donor sites and there are less than ten hydrogen bond acceptor sites (Lipinski et al, 1997).As the Log P value of zidovudine is 0.05 (Clarkes Analysis Of Drugs And Poisons, n.d.) it can be seen that the drug is reasonably polar. Zidovudine contains aromatic and large aliphatic regions which are hydrophobic the polar character arises from the hydroxyl group, an amide region, an ether link and azide group, which are all hydrophilic regions. Therefore as there is a slight imbalance of more hydrophilic groups to hydrophobic groups, zidovudine is slightly hydrophilic and slightly polar and therefore is water soluble and has less affinity to cross the lipid membranes (Bichenkova, 2010).pKa and Ionization State At pH 2, 7.4 and 10 and SolubilityAccording to the International Agency for enquiry on Cancer (n.d.), the pKa value of Zidov udine is 9.68 and hence it is weakly acidic. Using the equation for the plowshare of ionization, which has been derived from the Henderson-Hasselbalch equation, I am able to calculate the percentage nitty-gritty of ionization of zidovudine at various pH values.The equation used consists of % ionization of an acid = 100/ 1 + antilog(pKa pH) (Freeman, 2010).At pH2, the equation will rake % ionization = 100/ 1 + antilog (9.68 2). This gives the value 2.0910-6 %. Hence it can be seen that in the stomach only a very small hail of zidovudine will be ionized and generally it will be largely organised. The percentage of zidovudine unionized at pH2 is 99.99% and hence as zidovudine is highly unionized at pH 2, it will be absorbed from the stomach. At pH2 2.0910-6% of zidovudine is ionized as the azide group can be protonated (Chemicalize, n.d.).At pH 7.4 the calculation gives a value of 0.52%. Hence in the blood stream zidovudine will be largely unionized as the percentage of zidovudin e that is unionized in the blood stream is 99.8%. In the bloodstream 0.52% of Zidovudine will be ionized as the azide group can deprotonate (Chemicalize, n.d.). As zidovudine is largely unionized at pH 7.4, it can be absorbed from the bloodstream into the CD4 cells where it carries out its role as an antiretroviral (Foye et al, 2008).At pH 10 a value of 67.63% is obtained. Therefore in basic conditions, zidovudine is largelyionized as the azide group is deprotonated and the amide group of thymine is deprotonated (Chemicalize, n.d.). The percentage of zidovudine unionized in the blood is 32.37%.Zidovudine is absorbed very quickly in the body (Burton et al, 2006) and this can be seen through the fact that zidovudine is greatly organised in the stomach and blood stream and hence can quickly enter the CD4 cells in the blood (Foye et al, 2008).ConclusionAs zidovudine has an azide group it is able to stop HIV replication (Foye, 2008). Zidovudine follows Lipinskis Rules and hence is well absorbed in the body (Lipinski et al, 1997). As zidovudine has a pKa of 9.68, the drug can be absorbed from the stomach as it will be largely unionised in the stomach. This is also the case for the drug in the bloodstream and hence zidovudine can be taken up quickly by the cells and carry out its role as an antiretroviral despite being slightly polar. The bioavailability of zidovdine is limited however by the fact that some zidovudine is glucuronidated and hence is lost some zidovudine is also affected by the azide group being reduced as the product formed can affect zidovudines role as an antiretroviral and could be toxic (Burton et al, 2006). As zidovudine degrades in the presence of light, the drug is packaged in blister packs or plastic bottles and all formulations of the drug need to be kept out of light and in the packaging they came in (Electronic Medicines Compendium, n.d.).

Arguments For and Against Open Borders

Arguments For and Against Open BordersTo what extent do raises corroborate the dependable to neglect foreigners from settling inside their borders?This question is concerned with the relationship mingled with reads and their members. In debates on in-migration, thither are usually ii positions. champion view is the movement of people between states should be completely free thus borders should be candid. The other view is that states have a business to exclude foreigners from settling within their borders. On the see of it, the ripe to exclude looks morally contestable as it involves substantial state force. For instance, criminalising individuals for unauthorised border crossings and it involves forcibly keep backing people from getting things that they might desperately contend like a better life for them and their family. As these factors are usually considered to be morally wrong, then can such a the right way to exclude be morally justified. Within this essay, I w ill exhibit both positions from the perspectives of Joseph Carens and David Miller. I will argue that states do not have a right to exclude. Firstly,I will demonstrate the argument from Joseph Carens for open borders thus disagreeingwith the statement that states have a right to exclude. Advocates for openborders are not arguing for totally elimination of borders but rather forchanges in how those affected might move across them and in how they areunderstood. Carens claims that in that location is no right for states to unilaterally view as their witness borders as he believes that borders should generally be openand people should normally be free to leave their country of origin and settlein another (Carens, 2013,225) He contends that states rights to excludeoutsiders from settling in their borders are incompatible with our basic valuesand commitments. One being freedom. Immigration restrictions are a just negatement on freedom, especially on freedom of movement. This freedom b othgood in itself as it is an expression of autonomy and it is also instrumentallyvaluable as it enables individuals to improve their prospects if they have theability to move to a more advantageous location. The other being fundamentalmoral gibeity. Immigration restrictions enforce huge inequalities ofopportunity. freedom of movement is essential for equality of opportunity andthis explains our intuition about the wrongness of feudalism. Carens providesan analogy where he compares contemporary states practice of border control tomedieval feudal societies. He is claiming that being born in a rich state for theoretical account, Europe and North America is like being born into medieval aristocracy andto be born in a poor country is like being born into peasantry. This isapplicable to now with the deductions that your place of deport determines yourinitial prospects and that states prevent you from trying to improve yoursituation by mournful to another country. The modern practice of state controlover borders tie people to the land of their birth almost as effectively (asfeudal practice) (Carens,2013,226) Carens believes that since we endorsefreedom of movement with society, we should endorse it with respect tooutsiders too. avocation this, freedom of international movement should beconsidered as a basic human right. Carens also provides another argument whichis the idea that if you are committed to uncontroversial human rights youshould be committed to there being a human right to cross borders. For instance,an uncontroversial right would be the right to freedom of movement within onesown country. As Carens puts it if it is so important for people to have theright to move freely within a state. Isnt it equally important for them tohave the right to move across state borders also every reason why one mightwant to move within a state may also be a reason for moving between states(Carens,2013,239) for example love, job, religion, cultural opportunities. This is stating that every reason in which an individual might have for movingwithin a country can also be applicable to move across state borders. Although Carensdoes believe that these arguments provide a strong subject for states to have openborders, nonethe little he does acknowledge that some immigration restrictions canbe justified. He claims that we cannot justify them by appealing to a statesright to decide but there could be other justifications that appeal to otherconsiderations that are compatible with viewing all individuals as having equalmoral worth. For instance, extreme overcrowding or serious security threats. Fromthis I will now look at the perspective that states do have a right to exclude.Incontrast, David Miller objects to Carens position. He argues from a restrictiveperspective and contends that states do have a right to exclude. Millers mainclaim is that there could be cases in which nation states could be justifiedin imposing restrictive immigration policies (Mil ler,2014,363) Miller providesobjections to Carens argument for the case of open borders. One is on theargument from a human right to internal freedom of movement. He questionsactually how much movement is required by this right What is less clearis the physical extent of the right, inthe sense of how much of the earths surface I must be able to move to in orderto say that I enjoy it (Miller,2014,365) He argues that Carens is not clearabout the physical extent of the right for instance how much of the earthssurface can we move in order to enjoy the right? Miller points out that theinternal right to movement is actually subject to gobs of restrictions that seemacceptable for example parking regulations, private property etc. His view isthat the right to movement protects an adequate range of options not a supremerange of options. He provides a distinction between basic freedoms and air outfreedoms. Basic freedoms are those necessary for a minimally decent life andbare freedoms are those not necessarily for a minimally decent life. Carens suggeststhat the right to freedom of movement is a basic freedom. Whereas Miller countersthis to argue that as immense as your state gives you an adequate range of freemovement, your human right is satisfied and you do not have a general claim to migrate to another state of your choice thus a bare freedom. Miller alsoprovides a positive case for the right to exclude. According to Millers view,individuals dont have a general right to immigrate. One reason for this is topreserve culture. He believes that states have a legitimate interest inpreserving the political culture and or controlling how that culture changesover time for instance the role of language in maintaining a public culture forexample if a lot of English people move to Thailand how would that affect thenative language. Another reason is that the role of immigration restrictionsplays an important role in keep back the population growth both globally andnationall y as immigration can cause all sorts of problems. For instance, thenatural environment can be jeopardised by overcrowding, also increase inclimate change and resource consumption. On the other hand, what about cases ofrefugees fleeing persecution or starvation? Miller is targeting general claimsabout right to immigrate, he does acknowledge that there are more extreme casesof immigration. He contends that they do potentially have a right to enteranother state due to their basic freedoms and interests are not being met bytheir state. However, this is not a general right to immigrate to any state ofyour choice, you only a right that some state let you enter rather it is aremedial right. It only exists if people are acting wrongly so for Miller, in ajust world people would not have it. However, what about people who dont evenhave the minimum, do they not have the right to immigrate? Miller would respondto this by agreeing they do have a right but it depends. Wealthy states are both obli ged to either allow such persons to immigrate or aid them in theirhome country. Millers argues that it is more preferable to aid people in theirhome country. As immigration is unlikely to help the very worst off due to themnot being able to afford to move and it might actually harm them. This is whathe calls the brain drain problem which is where people with desired skills setsin a less well-off country getting paid more in the crude country they immigratedto but leaving people behind who dont have the skills left so are deprived. Inconclusion, I have exhibited two perspectives to the question as to whetherstates have the right to exclude foreigners from settling within their borders.Joseph Carens who argues that states do not have a right exclude and insteadargues for open borders. In contrast David Miller argues from a restrictiveperspective arguing that to a certain extent they do have a right to exclude. Followingthis, I have come to the conclusion that states do not have a rig ht to excludethus agreeing with Carens perspective that immigration restrictions infringeour human right of freedom. BibliographyCarensJ (2013) The Ethics of Immigration Chapter11 The case for open borders pgs 225-239MillerD (2014) ImmigrationThe Case for Limits in Andrew I. Cohen and Christopher Heath Wellman(eds.), modern-day Debates in AppliedEthics, Oxford Wiley-Blackwell, (2nd ed.), pp. 363-376

To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

To Kill A MockingbirdBy Harper leewardSUMMARYTo Kill a Mockingbird opens with Dill coming to visit his Aunt for the summer. Dill becomes a good friend with the Finches, Jean-Louise, who is nicknamed Scout and her brother, Jeremy Finch, who is nicknamed Jem. They live with their father, Atticus, who is a lawyer who had been given a case to handle and did not have any choice but to receive it and work his best for his client. The case was more or less an Afri send away man, named Tom Robinson, who was accused of raping a white woman. The children begin to play together and are oblivious to the stress of their surroundings. Eventually they start spending their condemnation trying to get Boo Radley out of his house. None of the children have ever seen or even talked to the mysterious Boo Radley, but they know he lives shut down up in the house next to the Finches. Jem, Scout and Dill spend hours-devising schemes and projects to persuade Boo out of his house. At the end of summer the three children havent successfully even had a glance at Boo. Dill leaves his Aunts and returns abode before school starts. Scout starts school and immediately gets in trouble because she already can read and write. During that year Scout and Jem begin finding gifts in a knot in one of the Radleys trees. They continue finding gifts on their way home until one day the knot is sealed with concrete. Dill returns the next summer and the children resume trying to get Boo out of his house. One shadow the children snitch into the Radleys backyard. They almost make it to the Radleys window but they are scared off after someone shoots at them. Jem losses his pants fleeing when he returns later that night he finds his pants mended and waiting for him. Once again, summer end and Dill returns home. Late that fall Miss Maudies house burns down during the night. As a precaution the Finches stand outside watching the fire. Mysteriously Scout wakes up the next morning wrapped in a blanket that ar e not hers. A little time before Christmas, Scout and Jem begin to get tormented that there father, Atticus, is a nigger lover. Atticus pleads for the children to not fight nigh it. Scout manages to restrain herself until her cousin Francis says it. Scout beats her cousin up and then leaves.

crazy dream :: essays research papers

My family and I planned to take a trip from our hometown, Alert Alabama to Chicago Illinois for the weekend. Our lives are very earth, very basic. There are four-spot of us. Our name is the Tuckers and we live on a farm. Or I could say we rot on a farm. My name is Andy Joe Tucker and I am 18. animateness is very boring thither in Alabama, let me tell you, man. Our idea of fun is throwing knifes at pigs as they run around the pin in my covert yard. We figured it is too hard to please ourselves all the time, so we planned on letting run run run hustle bustle melodic phrase of Chicago please us for a weekend. We love Chicago and go there once a year. That Friday morning in July our airplane lifted from the ground. The trajectory began smooth and the plane was new. The air was fresh and the sun was bright, man. That all changed the moment the plane smashed and burned into the streets of the Chicago city.We were in the air and the sky was genuinely of heaven, bro. I felt as if I w as with god gliding across the sky. The captain comes on the intercom and announces we are approaching Chicago but there seems to be a problem, man.He announces, Ladies and gentlemen, we seem to be having difficulties contacting the Airport down below. Please stay calm while we await a signal that it is preventive to land.A thick and gruesome layer of muck and filth lay over the city. Looked like a damn pile of hay swirling around there yonder below. I cannot see the cotton picking ground for the life of me. The muck steps of something out of this world and all quite magical, man. The plane is circling the city with keep mum no radio from the airport in return to our calls. Twenty minutes goes by. Suddenly, my chair becomes incredibly hot, so hot I start to scream. I look around and notice everyone in the cabin is having the same problem. I look down to un collapse my seatbelt and get the hell of this seat when I realize the buckle is gone, MAN Literally the buckle is no longer t here, just the strap of the belt. I am trapped. In the middle of this excruciating dilemma of my seat and the cries of my friend passengers, the planes nose goes vertical facing the sky, dude.